About the Author

Lysandwr McNary graduated from New Mexico Tech in spring of 2013 with a Bachelor of Science degree in Technical Communication, after years spent in varied pursuits, from book publisher to United States Army Psychological Operations Specialist. Her time with the US Army, including two years in Iraq, provided many opportunities for studying cybersecurity, communication, and human behavior.

Contents

    Abstract

    Background

    Literature Review

    Methods

    Results

    Results (cont.)

    Results (cont.)

    Results (cont.)

    Conclusions

    Works Cited

    Acronym Glossary

    Appendix A

Abstract

A review of literature on computer based training (CBT) suggested a lack of effectiveness testing in the development of cybersecurity CBT. In addition, the review led to the question: do producers of information assurance CBT (a critical element of cybersecurity training) clearly and successfully use accepted Technical Communication (TC) methodologies to design effective training. This is of concern in particular because cybersecurity has been declared by the federal government as one of the most serious economic and national security challenges we face as a nation. In order to verify or dispute this apparent lack, an analysis was done of a training module meant to provide mandated Federal Information Security Management Act (FISMA) compliant training to employees of federal agencies and affiliated civilian entities. This analysis had two objectives: to determine how successfully the training fulfilled the mandated FISMA requirements, and to identify if TC design principles were applied in order to create more effective training.

Although this analysis is of necessity a small scale examination, the results do indicate a lack of success on both counts. Coupled with a review of TC degree programs and cybersecurity related curricula at thirteen public universities, the results suggest the possibility that a lack of cross-discipline program emphasis has led to a shortage of personnel in the cybersecurity workforce with strong TC skills, knowledge, and abilities.

Keywords: cybersecurity, computer-based training, FISMA, information assurance, technical communication

Introduction

The discipline of Technical Communication strives to communicate information effectively both textually (in context) and visually (such as with graphics, use of space, and alignment.) Technical communicators must have an awareness of how humans absorb and process information from sentence and paragraph structure to font sizes to audio-visual media. This knowledge is especially pertinent to the development of training products, where technical communicators deal with instructional design and various levels of technology. The technological aspect becomes most important in specifically computer based training (CBT) product development.

The Federal Information Security Management Act (FISMA), issued in 2002, includes a set of requirements that are mandatory for all federal agencies and affiliated civilian entities that access federal information systems. A basic tenet of FISMA compliance includes information awareness training for all personnel with any access to federal information systems as an essential element in maintaining national cybersecurity. The National Institute of Standards and Technology (NIST) is the primary agency tasked with providing guidance on meeting those training requirements (NIST Computer Security Division).

Besides the Technical Communication Bachelor of Science program here at New Mexico Tech (NMT), I have extensive experience with required "information assurance/awareness" and classified computer security training qualifying me to analyze training modules. In addition, I have participated in security training exercises through the NMT Computer Science department. Based on my observations, computer security (or cybersecurity) training does not appear to be commonly developed with technical communication standards of known best practices, eLearning design principles, and usability/effectiveness testing in mind. It is worth noting that a review of Technical Communication degrees offered by universities across the United States (Appendix A) shows that such programs don't often include computer security or information awareness training; additionally, cybersecurity degree and certification programs generally don't offer courses in training development. In the following background section of this thesis, the role of FISMA and NIST in setting national cybersecurity and information assurance/awareness requirements for all federal agencies is discussed. Additionally, technical communication best principles in training development and design are defined.

Within the subject literature, there is a sizeable body of research on applying technical communication principles in order create effective training. However, studies on cybersecurity training typically focus on how to accomplish immediate knowledge transfer rather than how effectively that transfer is accomplished. This deficit is illustrated via a literature review covering e-Learning and principles of design, up-to-date CBT technology available to technical communicators, and information awareness applications. Following the literature review, there is an examination of the primary FISMA-certified information assurance/awareness CBT module from the Department of Defense (DoD) in order to determine how successfully the training both satisfies FISMA/NIST requirements and demonstratesa clear application of TC best principles.

About the Author

Amani Husain is a graduate student in the Department of Communication at University of Colorado Boulder concentrating in rhetoric and working toward earning certificates in ethnic studies and women and gender studies. She is also interested in environmental communication, specifically environmental justice. Influenced by critical cultural studies, she enjoys exploring the rhetorical narratives that create the worlds we live in, particularly narratives about race, class, gender, and nation.

Contents

    Introduction

    Method

    Findings

    Analysis

    Conclusion

    Works Cited

Introduction

Wikipedia defines a “feminist blog” as presenting “the issues offeminism through ablog. Feminist blogs serve the purpose of spreading ideas, sparking debates, raising awareness, discussing opinions, sharing stories, and virtually spreading the notion of feminism throughout the Internet” (“Feminist Blog” 1). As the largest and most popular general reference work on the Internet, and the sixth most visited website in the world (“Wikipedia” 1), Wikipedia’s infamous omniscience should be taken seriously by anyone conducting field research in cyberspace. Wikipedia also notes that “This type of blog differs from the traditional blog because it combines politics with individual testimony” (“Feminist Blog” 1). Wikipedia also happens to be right.

Feminist blogs come in all forms, colors, and sizes and range from moderate to radical in ideology. Generally, the feminist “blogosphere” is rife with pop culture references, satirical perspectives on social issues, and political critiques. I became interested in analyzing feminist blogs when I realized that much research focused on online discourses was outdated, unfeminist, and modernist in approach. By unfeminist I mean that the focus on female writers in cyberspace was minimal, as was the representation of women of color. Stuart Blythe (2007) discussed the differences between modernist, traditional approaches and postmodern positions by referencing Sullivan and Porter (1997). He argued that a modernist approach allows the researcher to assume an authoritarian position as a liberator of a universal truth while a postmodern approach acknowledges that theorizing should not be seen as “Law,” rather, theorizing is local and situational (p. 205).

Furthermore, while conducting this analysis I was aware of the interdisciplinary nature of this study. Combing media studies, women and gender studies, and rhetoric, among other disciplines, seemed to widen the possibilities for both the present study and future studies. As Berryman-Fink et al. (2009) argued:

feminist interdisciplinarity doesn't just mean collaborating with others who are like-minded . . . . it can also be about critiquing what is happening in other disciplines where scholars are talking about your subject, but do not share your assumptions, your commitments, your definition of what's a problem or your idea of what would constitute an effective or just solution. In language and gender studies at the moment there is arguably a pressing need for that kind of 'critical' interdisciplinarity. (Berryman-Fink et al., 2009, p. 5).

Crossing disciplinary boundaries is important for this study and for other critical work that aims to explore the intersections of race, class, gender, and nation.

Moreover, he outdated and limited scope of online discourse analyses, particularly in their relation to women of color and marginalized communities, led me to pursue research about feminist blogs. I wanted to learn how these misrepresented/underrepresented feminist communities use blogs to induce cooperation and empower women and other oppressed, minority, or marginalized groups. More specifically, I wanted to explore whether a lexicon of women’s empowerment online exists, how it exists (what rhetorical devices, strategies, or other structures it employs to create empowerment), and what it accomplishes socially and politically.

 About the Author

Travis Daniel Griffin attended New Mexico Institute of Mining and Technology and graduated with a B.S. in Technical Communication in May of 2013. Prior to receiving his degree, Mr. Griffin spent ten years working in an international company, addressing the inherent challenges associated with working with multiple cultures. After receiving his degree, Mr. Griffin and his wife moved to Austin, Texas, where he accepted employment h a growing social media management software company. Mr. Griffin works daily with customers from around the world who use his company's software to manage relationships built through social media.

Contents

    Introduction

    Literature Review

    Literature Review (cont.)

    Literature Review (cont.)

    Methods

    Methods (cont.)

    Discussion

    Discussion (cont.)

    Conclusion

    References

    Appendix A

    Appendix B

Abstract

Current work in the field of technical and professional communication focuses on writing and document design based on the target audience or target culture of the document being written. For many years, technical communication has focused on writing documents for either “High-Context” or “Low-Context” cultures. Material “High-Context” cultures, such as China, Japan, or France, are written in a way that establishes a deep relationship between the writer and the reader to build trust and establish a solid background for the document being written. In contrast, “Low-Context” cultures, such as America, Australia, and the United Kingdom, are usually much more straightforward in a style of writing that focuses on efficiency and directness. As the professional and academic world becomes more globalized, writers must prepare documents to be read by audiences of unknown cultural backgrounds. To explore possibilities for simplified communication, this paper reviews current work on the problem, as well as the educational background of the multicultural English speaker. Understanding that many English speakers in the world learn English as a second language, integrating concepts of teaching English as a foreign language into written communication may have a positive impact on the overall comprehension of the subject matter. A model of communication is detailed in this paper called “Intermediate-Level Communication” that can have appeal to readers from both High and Low context cultures.

Introduction

Technical communication professionals, teachers, and students have put a great deal of effort into effectively communicating across cultural and international borders. Globalized business and international partnerships are becoming the norm. As the field of technical communication grows, it is becoming more important than ever before for technical communicators to be fully prepared to open communications with people from different cultures and different nations in an efficient and effective way. While there is already a great deal of research and work that has been put into producing effective documents for target cultures, there is room to improve “first contact” situations. An understanding of “High” and “Low” context cultures assists in a writer’s abilities to target specific audiences. “High-Context” cultures, such as China, Japan, or France, are written in a way that establishes a deep relationship between the writer and the reader to build trust and establish a solid background for the document being written. In contrast, “Low-Context” cultures, such as America, Australia, and the United Kingdom, are usually much more straightforward in a style of writing that focuses on efficiency and directness. However, there are many documents produced by writers that have multiple audiences and may be reviewed by readers from many different cultures. It has become necessary to build a model that can effectively reach readers, regardless of their cultural background.

Primary schools, universities, and business teach English as a second language in countries all around the world. While primary school and university students often learn beginning and intermediate levels of the English language, later education in the university and in businesses often focuses on learning English for Specific Purposes (ESP). ESP focuses on the English that is specific to the field of the speaker. For example: A medical student would learn English for the medical field and an electrical engineer would learn English specific to the field of Engineering. These English speakers must often learn concepts and language that are complex and difficult in a short amount of time. Therefore, it has become necessary for English teachers in these ESP classes to develop, test, and use models of communication that are effective teaching tools (Hutchinson & Waters, 1987). Using concepts from these effective models, it is possible to build a model that can bridge the cultural gap between High and Low context cultures. This model is “Intermediate-Level” context communication.

Intermediate-Level context communication uses concepts from teaching ESP to build a relationship with the reader, and provide the necessary background for the document to allow readers from High-Context cultures to feel comfortable with both the writing and the writer of a document. It is also equally important to prepare documents that will not seem alien or unusual to readers from Low-Context cultures. Some of the concepts in teaching, adapted for technical writing, may include the use of etymology, sentence shortening, commonly used respectful overtones, and visualization. Each of these concepts is explored and integrated into the new model of communication.

Document design is a fundamental part of technical writing. Well-designed documents are easy to read, emphasize key points, and engage the reader. A well designed and written document allows a writer to form a relationship with the reader in which the reader will trust the writer. The introduction of an Intermediate-Level model for document design utilizes the same tools used in effective ESP teaching to emphasize the key points while forming a relationship with the reader. Once the document design incorporates these changes, it becomes easier to read. This style of writing allows technical writers to incorporate a model that enhances the design of the document by reaching out to multiple audiences.

To study these concepts, it is necessary to form a research project that allows readers to read and experience a document in a natural way and give feedback in a way that expressed how they reacted to the document. For this proposed project, the following hypothesis could be used:

“Integrating ESP teaching techniques into document design has a measurable impact on the reading comprehension in readers from multiple cultures, including those who speak English as a Second Language.”

As the world grows smaller and more interconnected, communication will have to become more efficient and streamlined. Not only should communication be efficient, but communication needs to be more attentive to global audiences. It is vital to produce effective communication designed in a way to reach out to audiences of potentially unknown origins that will allow readers to quickly grasp and better understand the information contained within the communication. Businesses and universities already depend on international communication in order to be effective in a global economy. Finding effective models of communication must be a priority for communicators and professionals as we grow more interdependent.

About the Author

Terri Cole graduated from Rhode Island College in 2012 with a bachelor’s degree in English literature and a minor in creative writing. She is 26 years old and currently teaches English at an all girls’ middle school in South Korea. Her academic interests are in composition and rhetoric studies, education and ESL. Her future plans are to apply to graduate school after teaching and traveling.

Contents

Introduction</p

Methods

A Framework for Studying

Writing in Nursing

Change of Shift and Genre

Results

Discussion

Conclusion

Works Cited

Abstract

In this IRB-approved study I contribute to studies of enculturation within writing studies by investigating the transition one new nurse makes from an academic to a workplace discourse community. Drawing on the Cycle of Transition framework constructed by composition scholars Anson and Forsberg (1990), I examine three possible stages the focus nurse goes through in her transition: expectation, disorientation, and transition and resolution. I discuss the ways in which the focus nurse struggles to adapt to the shifting rhetorical and social situations within her new workplace community. Focusing mainly on one particular literacy practice, the SBARP-Verbal Communication for Transfer of Care (Change of Shift Report), I illustrate the challenges she faces in negotiating her identity in the process of transition, as well as exemplify the way nursing literacy practices facilitate one’s initiation into the workplace community. I propose that many new nurses encounter similar challenges and continually undergo the cycle of transition process and suggest implications for writing researchers, teachers, and nursing practitioners.

One Nurse's Struggle

Lena Jones (a pseudonym I will use throughout) is an intelligent and outgoing twenty-five-year old woman who graduated with a nursing and psychology degree from Stone Edge University in the spring of 2011. Prior to becoming a nurse she was a waitress for nine years at a local restaurant in order to support herself through school. Lena has always considered herself to be a friendly person who can readily handle stressful social situations.

However, her confidence in between graduating college and searching for a nursing position quickly turned into apprehension. She became nervous that she did not have enough knowledge to be an adequate nurse and that more experienced nurses would think she was “stupid.” Lena originally wanted to find a nursing position on the Psychiatric unit because of her major in psychology and recent clinical experience on that unit, but she was able to obtain a position on the Oncology unit at Sherwood Hospital (a pseudonymic name for the hospital at which she worked) and although she was at first hesitant, she accepted. Her training began at the beginning of November 2011 and lasted until January 2012. Over the first few months at her new job, Lena physically started to show stress—she rarely smiled, constantly appeared tired, and when she talked about work it was always putting herself down, usually making comments such as “I don’t know enough,” “I don’t understand,” or “I don’t think people like me.” Lena actually seemed unprepared and even requested an extra week of training because she did not feel she had acquired enough knowledge specific to the hospital unit.

This article focuses on Lena’s struggle with the shifting rhetorical situations in the nursing community and investigates the ways in which nursing literacy practices facilitated her initiation into this workplace community. I focus heavily on her experience with one particular nursing literacy practice, the SBARP-Verbal Communication for Transfer of Care, and investigate the challenges Lena faced in adapting to this genre and its unspoken written and verbal guidelines. I first provide an overview of nursing literacy practices, in order to convey the complexities of the SBARP and the effects of technology in nursing. Using Anson and Forsberg’s (1990) theory on the "cycle of transition" as my framework, I then examine Lena’s process of acculturation, proposing that like Anson and Forsberg’s interns, Lena goes through three stages in adapting to her new discourse community: expectation, disorientation, and transition and resolution. As I walk the reader through Lena’s process of negotiating these three stages, I demonstrate some of the challenges new nurses face when transitioning from an academic to a workplace discourse community. My research with Lena leads me to suggest that these two communities often have conflicting roles; what is necessary or appropriate in one community is not in another. Furthermore, my research draws attention to genres in nursing, and the role genre learning has in the workplace. The following discussions illuminate how a typically confident, intelligent, and socially adaptive woman struggles with the multiple shifts in her discourse community.